Training program

Based on previous publications [13, 25, 39, 41–44], a training program was developed to meet the needs of the PT Department at Zefat Academic College.

and implemented during 2017 and 2018.

The objectives of the training program were threefold: (1) to expand the junior instructors' knowledge in anatomy; (2) to provide the junior instructors with didactical and pedagogical skills; and (3) to improve the junior instructors' performance through providing both a supportive environment and continuous feedback. Table ​Table11 includes the expanded learning goals of the training program.

Learning goals of the training program (Workshop and On the Job Training)

^a Based on Shiozawa et al., 2010 [41, 45]

^b Based on Kolb 1984 [63]

^c Preparate – a prosected body part

^dLearning goal developed by the authors based on Wolff et al., (2020) [65] and Harden and Laidlaw (2017) [8, 9, 66]

The training program consisted of two workshops: the first workshop focused on prosection preparation, the second workshop was dedicated to principles in anatomy instruction (32 h each). Following the two workshops, OJT was carried out, whereby the junior instructor received feedback from a senior anatomy instructor prior to, during, and following each teaching session. Self-evaluation of the workshops and OJT was carried out following the workshops and OJT (see Fig. 1 for a flow chart of the methodology).

Flow chart of the training program and methodology. ^aTwo workshops for junior anatomy instructors,2 years of teaching experience, n = 8, 32 h each. ^bA prosected body part. ^cOJT supervised by a senior instructor (≥ 10 years of teaching experience). ^dProsection laboratories for first-year students during 2017–2018 academic years (n = 85)

This workshop was led by two senior instructors (SP and RPK, ≥ 10 years of teaching experience) and was conducted during the semester break of each year (February–March). A didactical lecture on ethics in the dissection room was delivered during the first session, followed by demonstrations of cutting techniques. The main aspects were: working with the aid of an atlas, working from distal to proximal, working slowly while exposing neurovascular structures, working with scissors vs. working with a Stanley knife based on the size and depth of the structure.

Each junior anatomy instructor was assigned to a specific region, e.g., upper arm, forearm, intrinsic foot muscles, knee joint and ligaments etc. Two senior instructors inspected all prosected materials (SP and RPK) to ensure high quality, e.g., separation between muscles and layers, exposing neurovascular structures, identification of the origin and insertion of the muscles, and distinction of a joint with associated ligaments.

A refining process was carried out in dyads (i.e. SP with each junior instructor) to improve the junior instructors' prosection skills. On special occasions, the whole group was gathered, and the senior instructor emphasized critical points, e.g., identifying and exposing the radial nerve in the axillary region.

Each junior instructor completed eight preparates (a prosected body part, e.g., pelvis and thigh including pelvic and thigh musculature and neurovascular structures) and prosected two regions of a cadaver (e.g., posterior thigh and anterolateral forearm) based on 350 key points/words. A total of eight cadavers were fully prosected, and 32 preparates were prepared as part of the training program, and were later used for the prosection laboratories.

This workshop was conducted by two senior instructors (SP and AB) during April and May of each year, before the beginning of the prosection laboratories (Supplementary material 1: Workshop on principles in Anatomy instruction). This workshop emphasized pedagogical and didactical aspects and principles of teaching in small groups. In addition, on each day, the junior instructors practiced in dyads on a given topic, while giving and receiving feedback and reflecting on their performance. The beginning and end of each day were dedicated to sharing knowledge and preparing for the next meeting, based on the prosection laboratory syllabus.

Based on Harden and Laidlaw and Wolf et al., we added Situational Awareness (SA) as a didactical goal to this workshop [9, 65]. SA is defined as the junior anatomy instructor being aware of the learners’ focus ability and ability to hear and see demonstrations.

Concepts from the Lewinian experiential model (Fig. 2) were adapted to anatomy instruction and implemented as follows (May–June) [63]: every evening before the actual prosection laboratory the junior instructors simulated the material of their planned instruction in dyads. Additionally, OJT was carried out by one senior instructor (SP) during and following the prosection laboratories.

On the job training for junior anatomy instructors based on the Lewinian experiential model [63]. ^ajunior anatomy instructors 2 years of experience, ^bsenior anatomy instructors 10 years of experience

Emphasis was placed on the following [63, 64]:

Each junior instructor participated in four OJT sessions, i.e. OJT was provided for each instructor during each of the prosection laboratories. During each prosection laboratory, each junior instructor gave a structured session on an anatomical region. Every session lasted 45 min, after which the groups of students alternated between the instructors. Since there were four groups of students, the junior instructors taught the same session four times. The senior instructor observed each junior instructor during one of the four sessions, and switched to the next junior instructor after the session ended. A 30-min break followed every two sessions. During the break, two junior instructors received feedback from the senior instructor comprising of one point of preservation and one suggestion for improvement. The other two junior instructors received their feedback at the end of the following two sessions. All feedback was given as a group discussion.

Written feedback was sent from the senior instructor to each of the four junior anatomy instructors. The junior instructors were encouraged to respond and ask for clarifications if and when needed.